Elizabeth Tetu
- Assistant Teaching Professor
Lizz studies novice teacher learning and practice. Her research explores how pre-service and early-career teachers navigate complex contexts and relationships in order to enact their visions of social justice teaching. She also engages in critical self-study of her own teacher education practice. Prior to doctoral education, Elizabeth was an elementary special education teacher and school leader in New York City.
Current research projects include:
Principal Investigator for "Becoming justice-oriented teachers: A collective learning experience for and with first-year teachers" (Dissertation Research; Committee Members: Dr. Jamy Stillman (chair), Dr. Katherine Schultz, Dr. Melissa Braaten, Dr. Noreen Naseem Rodríguez, Dr. Maisam Alomar)
Co-Investigator for "Understanding the consequences of financial burden and support in teacher education" (with Dr. Ashley Cartun & Mary Beth Snow Balderas)
Graduate Research Assistant for "SFL (Systemic Functional Linguistics) genre pedagogy in bilingual writing instruction" (Research-practice partnership; PI: Dr. Mileidis Gort)
Graduate Research Assistant for "Designing and Researching a Program for Preparing Teachers as Facilitators of Computational Making Activities in Classroom and Informal Learning Environments" (PIs: Dr. Ricarose Roque & Dr. Melissa Braaten)
Courses taught at ֱ Boulder:
EDUC 4715 Elementary Student Teaching Seminar for Cultural & Linguistic Diversity I (Fall 2021, 2022, & 2023)
EDUC 4725 Elementary Student Teaching Seminar for Cultural & Linguistic Diversity II (Spring 2022 & 2023)
EDUC 4331 Elementary Social Studies Methods (Fall 2022 & 2023)
EDUC 2015 Step Up to Social Justice Teaching (Spring 2021)
Field Coaching Experience:
Elementary Practicum students (2019-2020 & 2020-2021)
Elementary Student Teachings (2021-2022)
Service & Outreach:
Course Lead Instructor: Elementary Student Teaching for Cultural & Linguistic Diversity, Elementary Education Program, ֱ Boulder School of Education (2022-2023)
Lead Graduate Teacher Fellowship, School of Education and Center for Teaching & Learning (2022-2023)
Chair (21-22) and Member (20-21), Outreach Committee, Graduate Student Executive Board, AERA Division K: Teaching and Teacher Education (2020-2022)
Lead Practicum Field Coach, Elementary Education Program, ֱ Boulder School of Education (2020-2021)
Tetu, E. (in press). Navigating crisis while learning a justice-oriented pedagogy of teacher education. In Butler, B.M. & Bullock, S. (Eds.) Understanding a Pedagogy of Teacher Education: Contexts for Teaching and Learning ֱ Your Educational Practice. Routledge.
Hedrick-Shaw, D., Hamm-Rodriguez, M., Snow Balderas, M. B., Tetu, E., Peña, N., & Gort, M. (in press). Flowing with the corriente: Centering bilingualism in elementary report writing instruction through SFL Genre Pedagogy. In Gort, M., Zapata, A., Seltzer, K., & Gomez, M. Translanguaging Perspectives on Writing Development and Pedagogy: Learning from findings across contexts. Information Age Publishers.
Tetu, E., & Cartun, A. (2023, July). Easing the Financial Burden of Becoming a Teacher: A report on the impact of the 2022-23 Educator Stipend Program at ֱ Boulder. University of ֱ Boulder.
Rodriguez, N.R., Falkner, A., & Tetu Bohl, E. (2022). . The Reading Teacher, 75(6), 749-754.
Tetu Bohl, E. (2021). [] Teachers College Record.
Tetu, E., Schultz, K., & Mommandi, W. (journal article under review). Conflict, competition, and collaboration in co-located schools: School leaders navigating distrust.
Tetu, E., Snow Balderas, M. B., & Cartun, A. (journal article in development). More than a money problem: Teacher candidates’ perspectives on financial pressures in teacher preparation.
Stillman, J., Staley, S., Tetu, E., Caasi, E., & Hedrick-Shaw, D. (journal article in development). Learning to “sit in the messiness”: Leveraging critical and queer pedagogies in teacher educator development.